Understanding embodied immersion in technology-enabled embodied learning environments

Objective The aim of this current paper is to investigate the salient embodiment features in the empirical studies on technology-enabled embodied learning environments (TEELEs), and to contribute a comprehensive conceptual framework to direct the understanding and the designing of TEELEs - to embody and how to embody. Method In this thematic paper, we carefully selected and reviewed 28 empirical studies (peer-reviewed journal articles published in the recent decade between 2010 and 2020) on TEELEs, and analyzed their salient features concerning embodiment. Results and Implications Synthesizing the characteristics distilled from the selected studies, we propose the conceptual framework of embodied immersion, which consists of three major dimensions, namely, physical, sensory, and cognitive immersions. Eight factors - means of embodiment, amount of motoric movements, point of view, media effects, haptic effects, operational congruency, learning congruency, and personalization - contribute to these three dimensions, and are carefully articulated, discussed, and explicated. The discussions around the embodied immersion framework are rooted in the concepts of presence, immersion, and agency. We regard our framework as a trinity borrowing the ingredients from each of those three that will guide through the understanding and the designing of TEELEs.

Automated summary

This paper examines the embodiment features in empirical studies on TEELEs and proposes a conceptual framework of embodied immersion, consisting of physical, sensory, and cognitive immersions. Factors such as means of embodiment and personalization contribute to these dimensions, providing insights for understanding and designing TEELEs.